SB 203 Overview Workforce Creation and Adult Education Transition Council July 29, 2008

SB 203 Only July 1, 2009, the Department of Labor, Licensing and Regulation (DLLR) will assume responsibility for administering and supervising policy and funding for adult education and literacy, including correctional education programs. The law provides that all resources, funding, personnel and related administrative functions necessary to carry out the provisions of the law be transferred to DLLR. Personnel at the Maryland State Department of Education (MSDE) currently responsible for adult education and literacy services and correctional education in adult facilities will move to DLLR. The bill provides that these employees will not lose any rights or benefits and that they will maintain their employment, retirement and merit system status.

Adult Education and Literacy Services DLLR will oversee competitive grants for GED instruction, the Maryland Adult External High School Program, ESL, Family Literacy and Literacy Instruction. Current grants and contracts will continue through Fiscal Year 2010 to ensure continuity of services. The State Board of Education will continue to award diplomas for GED recipients.

Correctional Education Leadership of education and workforce training in adult correctional institutions will be shared between DLLR and the Department of Public Safety and Correctional Services (DPSCS), acting through the Education and Workforce Training Coordinating Council for Correctional Institutions (Coordinating Council). The Coordinating Council will develop, recommend and promote educational and workforce training programs for the states adult correctional institutions. DLLR will assume responsibility for providing the education and workforce skills training programs in adult correctional institutions.

Transition Council A Workforce Creation and Adult Education Transition Council will develop a plan to ensure the seamless transition of programs from MSDE to DLLR. The Secretary of DLLR and the State Superintendent of Schools are co-chairs. The Transition Council is tasked with developing a plan to ensure a smooth program transition, and with designing a new framework for the delivery of adult education and correctional education programs that is aligned with workforce development services. The Transition Councils work must be completed by December 31, 2008.

Charge to the Council Develop a plan for the seamless transition of the Adult Education, Literacy, and Correctional Education Programs from the State Department of Education to DLLR; Actively assist in the development of a new State Plan for Adult Education; Identify existing Adult Education Programs in other units of State government and develop strategies to make the agencies part of a coordinated program; Recommend a framework for a new State system of delivering adult education and workforce programs through DLLR that provides for the effective alignment of programs and tracks outcomes of adult education students; Review the overlapping responsibilities of Correctional Education as they relate to implementation of Adult Correctional Education and Juvenile Services Education; Determine the advisability of transferring Correctional Education services in light of the potential negative impact the transfer could have on the effective operation of Juvenile Services Education; and Recommend the composition and responsibilities of a state advisory council on adult education, literacy and workforce development.

Transition Council Report The Council will report back to the General Assembly by December 31, 2008 with its recommendations and a summary of the plan for a seamless transition. The report will include the following: Strategies for ensuring program continuity for clients of the affected programs; Strategies for ensuring continuity in administration of affected grant program; Provisions regarding affected employees, including a specific analysis of the transfer of employees with shared responsibilities for adult correctional education and juvenile services education, such as grant managers and program coordinators; Strategies for coordinating the activities and responsibilities of units of state government involved in administering the transferred programs; and Strategies for addressing potential challenges to implementing the transition of the affected programs in a manner that ensures the continued delivery of quality content to clients of the affected programs.